An Examination of Sociomathematical Norms That Emerge in a Learning Environment Where Mathematical Modeling Activities Are Used

The purpose of this study is to examine the sociomathematical norms that emerge in a learning environment in which mathematical modeling activities are implemented. The study was conducted with 24 middle school students (10 male, 14 female) in a public middle school located in the Mediterranean region of Türkiye. Mathematical modeling activity worksheets and video–audio recordings were used as data collection tools. The participants were seventh-grade students who voluntarily selected the elective course mathematics applications, and the data were collected over a five-week instructional period. Qualitative research methods were employed in the analysis of the data.The findings revealed that several sociomathematical norms emerged in the middle school mathematics classroom where mathematical modeling activities were implemented, including the norms of participation, justification, critical evaluation, collaboration, and revision. In addition, the results indicated that mathematical modeling activities not only contributed to the development of students’ mathematical skills but also supported the formation of a strong classroom microculture characterized by interaction, sharing, and discussion. Furthermore, the negotiation of the identified sociomathematical norms was found to have a transformative effect on students’ mathematical thinking structures, problem-solving strategies, and patterns of classroom interaction. In this context, suggestions are offered for future research regarding the effects of the components of mathematical modeling culture (such as types of questions, feedback strategies, and classroom interventions) on the development of sociomathematical norms.